 And our inquiry question is, when students are provided with cross-curricular project-based learning opportunities, how would they model 21st century skills? So I'll give you a little bit of a background about 14 months ago. I was facing the loss of teaching geography 12 due to a lack of enrollment. Allison was facing the loss of adventurism. And at the same time, I really wanted to get a social justice 12 course running at Couch and Secondary. From there, we went to our principal and sort of explained this idea to him and said the magic words, pilot project. And he was like, yes, let's do it. And that's how gas came to be. We were given one block second semester. The two of us were allowed to teach in that one block together. The three subjects were all put in that one block. 47 students is what we've ended up with here at the end of the semester. What worked was really the curricular connection. It was great to see how students embraced this idea that these subjects were connected. And when you go to school and you go to different classes, you're not just learning discrete bits of information that don't have anything else to do with, say, the next class that you're going to. So that was very exciting for us. There was lots of demonstration through these projects of those 21st century skills. So creativity and collaboration, communication. It was really exciting for us. Okay, so where are we going from here? Gas is running again next year, second semester. So we'll be teaching it again. And then the big picture for where we're going with this course. Well, Dan and I are both new to project-based learning and we did some work online with the Buck Institute. And we did some classroom visits to high-tech content people that are real experts in project-based learning. So we're working on that and we're working on becoming more competent with PBL. And then we also want to figure out how to get more of the students enrolled in those courses. To take advantage of these opportunities to earn more credits and get away from just focusing on. We probably had half the students sort of just under half take advantage of the, you know, achieving sort of six or eight credits. But how do we get more students doing that? Because it's really a valuable thing for them. So that's where we're at for next year.